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Ten strategies are offered as collectively making a case for an educational conception of professional development in higher education. These strategies, it is argued, should help the system to resist the various forms of academic drift that are discernible, and especially those described as “research drift” and “teaching drift”, which could, unless stemmed, lead to a fragmentation of higher education. Educational development is also promoted as a set of conditions and as a series of strategies which could help higher education institutions counter the deleterious effects of “managerial shift” which is characterised as a more or less deliberate attempt to move universities away from the values of collegiality towards those of a contrasting ideology which strongly features bureaucracy and efficiency. By adopting an educational approach to professional development, higher education institutions would be helping to establish themselves more effectively as learning organisations and would be contributing to the Dearing aim of creating a learning society.

This commentary aims to identify the myopic drift of the marketing discipline and to opine on the areas in which the leadership of service scholars is needed. The authors identify specific areas where the input of service scholars is needed to enable the discipline to better contribute to users, providers, and society. For example, the growing gap between marketing scholarship and practical business needs is acknowledged, emphasizing the unique position of service scholars to bridge this divide. While consumer well-being is crucial, the exclusive focus on behavioral science is critiqued. Marketing’s roots are deeply connected to economics, shaping consumer choices, and service scholars can help revive marketing’s essence.

Personal reflections and historical literature assessment.

The services discipline is caught in the general myopic behavioral drift of the marketing discipline. However, they are well positioned to reverse the trend by seeking leadership in PhD programs, journal editorships and review boards, faculty recruiting, hiring and promotion, and by continuing its engagement with industry professionals.

The authors suggest extensive goals for service scholars. To accomplish these goals, it will be necessary to challenge the increasing behavioral drift of the majority of existing scholars in the discipline.

This work is original and controversial. It is meant to inspire discussion and focus attention on the problems inherent in the increasingly myopic behavioral orientation of the members of the discipline’s academic community.

The purpose of this paper is to delineate a model of library publishing, the library as publishing partner, that reflects the diversity of institutions in higher education.

The model is based on a particular case, but also on the integration of literature on institutional theory, emerging scholarships and library science.

The paper argues that increasing diversity in higher education requires us to think creatively and strategically about different models for library publishing. The library as publishing partner model is presented as an alternative to a one-size-fits-all model based on the experience of research institutions.

The library as publishing partner model is intended to spark further research and conversations about models for other institutional types.

The library as publishing partner model has potential applications at other public comprehensive institutions (or those with similar missions).

The library as publishing partner model is intended to combat the tendency in higher education toward academic drift and to contribute to an increasingly diverse landscape in higher education.

This paper presents an original model, the library as publishing partner, but also argues for an original perspective, in which academic libraries at different types of institutions can be constructively differentiated from each other.

Critics argue that the core values of higher education, including academic freedom and intellectual detachment, conflict with the more prosaic aims and ethos of business and management education. Analyses the isolation of business and management studies within this culture by reference to its epistemological, academic, institutional, doctrinal and professional identity. Argues that the ethos of business and management departments closely resembles an academic culture despite perceptions to the contrary in the wider academic community. However, acceptance of business and management in the academy as a legitimate social profession dictates the need for a broader curriculum which treats humanistic values as a central, rather than peripheral, concern.

This study develops an empirical basis for examining role differentiation in Australian Universities and Colleges. Multiple discriminant analysis of the work‐related attitudes of academics working at nine Australasian Universities and Colleges of Advanced Education is used to investigate their institutional culture and two discriminant functions are established. The first discriminant function clearly distinguishes between the universities and the colleges, in agreement with their commonly perceived emphases on academic and professional education. The second discriminant function can be interpreted as distinguishing the more conservative institutions. It is found that the cultural differences thus established between the institutions cannot be explained by the demographic differences recorded between their members. Several policy related questions are examined in the light of these findings and their implications discussed.

Introduction There are signs that the relevance and purpose of marketing education is being lost. Marketing has never been justified as a purely academic discipline so any drift away from its roots of marketing management must be investigated and arrested.

This paper is drawn from a doctoral study that was funded as part of Higher Education Funding Council for England’s Leadership, Governance and Management project. The college referred to as City College in this paper, was an higher education (HE) College and was formally part of the HE Sector. The college was one of the institutions that was studied as part of the research that aimed to identify issues in managing across the interface of further education (FE) and HE. Multiple sources of evidence, such as, interviews with staff and managers, documents such as, institutional strategic plan, reports on quality assessment and monitoring, and other institutional data have informed the findings of this paper. The college had roots in FE and had gradually evolved to become an HE institution. The institutional background in FE had vitally shaped the perceptions of the institutional managers on combining FE and HE within an institutional framework. Two sets of beliefs had emerged at the college, one that related to retaining the FE ethos of the college and another that supported a progressive diffusion of aspects of HE culture within the college. The paper aims to discuss these issues.

This paper presents a case study of an English dual sector college that delivered substantial levels of FE and HE.

The paper presents the challenges associated with managing the college’s culture and identity as it continued to consolidate its position as an HE institution while remaining optimistic that it was not “drifting away” from its FE roots. The teachers and managers at the college had prior experiences of FE and their approach to work was influenced by FE practices. College was described to be “non-academic” and arguments were made to facilitate more “university-like” practices and arrangements for HE lecturers to help develop research and scholarly activity at the college.

The paper also highlights issues and considerations related to enhancing internal progression of students from FE to HE, pressures for separate and distinctive buildings and spaces for HE to help raise student aspirations, and the perceptions of internal and external stakeholders that related to a “confused” institutional identity of the college. Whilst the college had aimed to maintain a strong presence in the FE markets, it had simultaneously “concealed” its FE identity in order to appeal more strongly to the HE students.

In presenting the analysis of evolution of the college from an FEC to an HEI, this paper will be of interest to institutions that are considering or aspiring to strengthen their positioning as HE providers without compromising on their identity as FE colleges.

Taiwan serves as a case study to investigate the association between the expansion and reform of higher education and the growth of science production. More specifically, what driving forces facilitated the growth of science production in different types of Taiwanese universities and other sectors, from 1980 to 2011.

The contribution charts differential contributions to overall production. Taiwanese data from Thomson Reuters’ Science Citation Index Expanded (SCIE) is analyzed to show the expansion of the higher education system and its relationship to the production of science. The author uses sociological organization theories to facilitate our understanding of how and why the landscape of science production changed.

Results show that the growth of science production is associated with processes of isomorphism and competition within the higher education system. Findings also suggest that universities quickly seized upon external opportunities and turned themselves into what is known as the “knowledge conglomerate.” Unique organizational features bolster universities’ position as the driving force behind advancing national innovation.

This study extends previous research by examining multiple sectors of higher education, using longitudinal and recent data, and highlighting themes that have been ignored or overlooked, such as competition and collaboration among universities and industry partners.